Ann started attending her Filipino class when she was five years old although kids can start attending it when they are four. The program being offered by the Ottawa Catholic School Board is for Junior Kindergarten to Grade 8 students, regardless of religious denomination. It is funded by the Ministry of Education so parents or guardians only need to pay $10 for the whole academic year.

The Filipino language and culture classes are attended by students whose parents are strong believers in the value of having the younger generation have an in-depth understanding of their heritage. The students are from broad and diverse backgrounds with regards to age, language proficiency and heritage. We have quite a few students whose parents are both of Filipino ancestry. Interestingly, the majority of the students come from families wherein one of the parents is non-Filipino. I decided to write this article in English with the hope that they will be read even by non-Filipino spouses who might encourage their children to join the program.

The total number of students attending the classes has been dwindling over the years. We are in a critical situation of losing the program without the support of the Filipino community. Eighteen registered students is the required minimum to sustain one class and the program. We do not want to see the younger generation forget or never learn Filipino. We would like to hope that they maintain some of our treasured cultural values. The Ministry of Education has given Filipinos in Ontario the gift of providing the opportunity for our children to learn about their heritage. We should cherish it. We cannot let go of an endeavour that honours and recognizes both our language and culture. It is very valuable in the development of our children’s sense of identity.

Some parents, both of Filipino ancestry, tell me that they speak to their children in Filipino at home, so there is no need for them to go to school. I applaud these parents for instilling in their children the importance of learning Filipino. However, in the Filipino class, the curriculum includes language content (listening, reading, speaking, writing) and cultural content (understanding/awareness of culture). The lessons are carefully planned and the teaching methodology is structured in engaging ways by the teachers, Manuela (Ela) Bay and Bernadette Sevilla.

Ela Bay is a federal government employee who has a Certificate in Education, Diploma in Computer Programming, Bachelor of Science and Master of Science in Medical Technology degrees from Philippine Women’s University (PWU). She used to teach basic programming to students ages 8 to 12 years old at PWU. Bernadette Sevilla graduated from Algonquin College’s Early Childhood Education Program. She has a Bachelor of Arts in Communication degree from St. Paul College, Manila. Every year, both teachers attend professional development seminars and workshops sponsored by the School Board.

Do I rely on my daughter’s Filipino language teacher in making her fluent? No. Research has shown that learning a language does not just happen in school. Students should have opportunities to hear and practise the language both at school and at home, in the context of meaningful and purposeful communication which involve them directly.

Ann, in Grade 4 at St. George School, was recommended by her teachers to be in French immersion this year. I can confidently say that attending this program has made her appreciate the importance of learning other languages aside from English. Most of my colleagues who teach French said that Ann’s diligence and openness of learning Filipino will go a long way in building her confidence toward being immersed in yet another language. I must admit though that at first she was not always enthusiastic to wake up early on a Saturday morning to go to school. However, my husband Barry and I told her right from the start that learning about her heritage is not something that we would compromise. Now she is excited to attend her Filipino class.

For students who have a good command of Filipino being their first language, especially those who just arrived from the Philippines, further enhancement of their Filipino language skill is important to enable them to develop and attain English proficiency. Their good grasp of Filipino helps them to understand key concepts in English more easily and influences general academic achievement. Based on my experience as an elementary school teacher, I have met Filipino students who struggle in English, and consequently become very shy. Language programs that recognize, respect, and value students’ racial, cultural, and linguistic backgrounds help them develop a positive sense of self and motivate them to learn.

How about if both parents do not speak the language? I still recommend the children to attend the Filipino language and culture school because at least, they are exposed to the language, they get the chance to communicate Filipino in class, there is an immediate need to communicate with the teacher who is a fluent speaker of the language, a desire on the students’ part to learn as a community, and they get to interact with students who share a commonality in heritage.

Ann has developed close friendships with her classmates and it is always a delight for parents to see each other every Saturday. I met the majority of our family friends in the Filipino language and culture school. Not only do students develop life-long language and cultural learning experiences, they, including their parents, also develop life-long friendships!

For further information on how to participate and register, please contact Ela Bay (613-738-1045), Bernadette Sevilla (613-825-1436), Regina Roldan (613-828-8847) or Natalia McArthur (613-228-0850).